Research and Outreach – College of Education and Human Development

Carly Philbrook: Outstanding Undergraduate Research Award

ckelly — Thu, 23 Apr 2026 17:50:43 +0000

Carly Philbrook of Winterport, Maine is the recipient of the 2026 Outstanding Undergraduate Research Award from the 91�� College of Education and Human Development. A Secondary Education major with an area of specialization in Mathematics, Philbrook received a summer fellowship from 91��’s Center for Undergraduate Research (CUGR) for her project, “Comparison of High School Mathematics Textbooks Analyzing Higher Order Thinking Skills in New England,” advised by Assistant Professor of Education and Applied Quantitative Methods Kamal Chawla. The study was presented at the Society for Research in Educational Effectiveness annual meeting in Chicago in October 2025. Philbrook was also an Honors College student. Her Honors Thesis was “A Novel Approach to Reducing Mathematics Anxiety in Middle School Students.” She also graduates with minors in both Spanish and Mathematics.

Parent(s):

Nicolle and Alden Philbrook.

Why did you choose to come to 91��?

I chose 91�� because��I wanted to stay close to home and I wanted an affordable college experience. I definitely don’t regret my choice because 91�� offered me a wide variety of experiences from classroom placements to a Spanish minor to studying abroad in Newfoundland, Canada.

Have you collaborated with a mentor, professor or role model who made your time at 91�� better, and if so, who are they and how have they impacted your time at 91��?

One of the people who made my time on campus extra special was Karel DePaola. She made working at the��bookstore a great experience and she always��brought a smile to my face.

What has coming to 91�� enabled you to explore beyond academics?

Beyond just studying education, attending 91�� allowed me to pursue my interest in Spanish. I have completed a minor in Spanish that greatly improved my spoken abilities and it has given me the opportunity to volunteer as an English tutor for a Spanish-speaking family.

Favorite 91�� Memory:

My favorite 91�� memory was being published in the Modern Languages and Classics Department’s��magazine for articles I wrote in Spanish.

What’s on the horizon? What are your plans for after you graduate?

I plan to become a math teacher in Maine, though I also hope to��teach abroad for a few years.

Special thank you message:

I want to thank my parents and sisters for always supporting me. I would also like to thank Franziska Peterson, Justin Dimmel, and Heather Falconer for being a very supportive Honors Thesis Committee.

Year in Review: Our top news stories of 2025

ckelly — Mon, 22 Dec 2025 15:51:00 +0000

The past year has been a busy one for the 91�� College of Education and Human Development, with numerous stories of innovation, research, service and outreach by our students, faculty and staff.

As we look forward to 2026 and another year of accomplishments from our college community, we wanted to highlight stories featured on our website this year that you may have missed.

Here are a dozen stories from 2025 — one for each month — that demonstrate the college’s impact in Maine and beyond.

January: 91�� pays homage to future teachers at second annual Pinning and Recognition Ceremony

More than 80 future educators were honored at the 91�� College of Education and Human Development’s second annual Pinning and Recognition Ceremony.
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To become teacher candidates, 91�� education students complete five foundational courses that explore teaching as a profession and provide training in several core skills needed to become highly-effective educators. They also take part in field experiences in schools and other educational settings, including five full days (about 30 hours) of classroom observation, and produce a portfolio that includes reflections on those experiences. It’s one of several opportunities the university’s education majors have to work directly with PreK-12 teachers and students during their program of study.

February: 91�� professor examines athletic trainers’ role in treating and preventing concussions in women’s rugby

As a full-contact sport played with little or no protective equipment, rugby has a reputation for high injury rates, including concussions. When a player gets hurt playing any sport, athletic trainers are often the first medical professionals to respond.
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“It’s important to understand when concussions and other injuries are happening and who they are happening to, otherwise we’re putting athletes at risk,” said Shannon Wright, an assistant professor of athletic training at the 91��.
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In an article published in , Wright explored how athletic trainers can help treat and prevent concussions in women’s rugby players based on some of the latest data available.��

March: Seeking to improve services for students with autism, 91�� Counseling Center taps special education professor’s expertise

Approximately in the United States are on the autism spectrum, and increasing numbers of students with an autism diagnosis are . In 2019, Associate Professor of Special Education Sarah Howorth worked with 91��’s Center for Community Inclusion and Disability Studies and the Maine Division of Vocational Rehabilitation to launch a pilot program called Step Up to College, aimed at providing effective supports for students with autism as they transition from high school to college. People on the spectrum often have challenges related to communication and forming relationships, so the Step Up program incorporated elements of the Program for the Education and Enrichment of Relational Skills, or PEERS, a social skills curriculum for children and young adults with autism developed by the UCLA Semel Institute for Neuroscience and Human Behavior.��
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With the counseling center seeing an increase in neurodivergent clients in recent years, its staff invited Howorth to share her expertise in two half-day training sessions.

April: Zachary Wentworth, College of Education and Human Development Outstanding Graduating Student

Zachary Wentworth of Calais, Maine, is the 2025 Outstanding Graduating Student in the College of Education and Human Development (COEHD). He graduates with a degree in secondary education (social studies concentration) and a minor in history. A Maine Top Scholar, a Maine Seacoast Mission scholar and a Galen Cole Family Foundation scholar, Wentworth served as president of the 91�� chapter of the Student Maine Education Association for the past two years. He was also an undergraduate resident assistant with Residence Life, working with the communities in Hart Hall in the 2023-24 academic year and in Hancock Hall this year. Wentworth completed his student teaching placement at Orono High School with mentor teacher Shana Goodall, a two-time alumna of COEHD and the 2019 Maine History Teacher of the Year. After graduating, Wentworth plans to pursue a master’s in student development in higher education at 91��, while working as a graduate assistant in COEHD’s Advising Center.

May: 91�� helps state’s rural educators thrive by supporting them at key points in their careers

In Maine, where more than two-thirds of the population is rural, a new program led by the 91�� College of Education and Human Development seeks innovative solutions to these rural education workforce challenges by directly engaging teachers and school leaders, as well as the communities that they serve.��
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Rural Thrive: The Rural Educator Resilience Project launched this school year with a $3.3 million Congressionally Directed Spending award secured in Fiscal Year 2024 by U.S. Sen. Susan Collins, chair of the Senate Appropriations Committee, and U.S. Sen. Angus King. In addition to 91��’s College of Education and Human Development, the project includes educator preparation programs at other public universities across the state, as well Thomas College and Colby College.

June: Database detailing 187 years of hazing deaths now available

At least 333 young people have lost their lives to hazing in the United States since 1838, with 122 recorded just since 2000, according to data in a new database co-developed by the 91��, , the University of Washington and an award-winning journalist.��
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For the first time, hazing deaths data from the past 187 years is available through an that honors the memories of those killed and calls new attention to the consequences of hazing.
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“The hazing deaths database is invaluable as it illuminates the horrendous consequences of hazing for so many individuals, families, and communities,” said 91�� professor Elizabeth Allan, who leads the Hazing Prevention Research Lab in the 91�� College of Education and Human Development and is the founder of the research organization .

July: 91�� researchers examine issues around AI in family therapy

The use of artificial intelligence in therapy is still in its infancy but has potential to provide families and couples with personalized support to strengthen bonds and overcome relationship problems, according to Daniel Puhlman, assistant professor of family studies in the 91�� College of Education and Human Development and lead author of the research article.
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“Couples going through a separation, for example, where you have high emotions and high conflict, just being in the same space can be difficult, if not dangerous,” Puhlman said. “In a situation like that, AI’s ability to be interpretive and suggest therapeutic interventions or treatment measures could be a very powerful tool.”
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“Challenges and opportunities in using interpretable AI to develop relationship interventions” was published in , the academic research journal of the National Council on Family Relations, as part of a special issue on AI in family life.

August: Database from HazingInfo, 91�� makes hazing data available from colleges and universities nationwide

Hazing data from nearly 1,500 college campuses across the United States is now available at .
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This marks the first time that information about college hazing incidents in all 50 states is available in one place for students, families and others to learn about hazing on their campuses. The announcement also marks a major expansion for , the nation’s first free, comprehensive database of college hazing incidents. The database previously featured data from nine states.
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“Launching the database with all 50 states is an incredible milestone in the effort to promote transparency and accountability for hazing,” said Elizabeth Allan, professor of higher education at 91��.

September: 91�� helps local teachers create outdoor learning opportunities

It was a sun-soaked, blue-sky day in late summer, and a group of eight 91�� students were paddling on western Maine’s Bryant Pond in green Old Town canoes.
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They were practicing a classic T-rescue, a maneuver that offers a quick way to get a capsized paddler back into a boat. Working in teams, the students from one canoe dunked themselves into the pond. The students from another canoe then grabbed the overturned boat by the bow and lifted it across their vessel to drain before sliding it back into the water upright and helping their classmates clamber back inside.
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This exercise was part of “Bringing the Classroom Outdoors,” a summer course offered as part of a 91�� Outdoor Leadership and Education Graduate Certificate. Launched in 2023, the certificate equips students with knowledge and skills to lead trips and outdoor education activities for participants of all ages. Most of the students who took the class this year were practicing teachers in Maine seeking to incorporate more outdoor learning experiences into their schools.

October: 91�� alumni receive top K-12 administrator awards

Two 91�� alumni, Gorham School District superintendent Heather Perry (‘04G) and Regional School Unit 34 (Alton, Bradley and Old Town) assistant superintendent Jon Doty (’00, ‘04G, ‘06G, ‘18G), were honored by the Maine School Superintendent Association (MSSA) as the state’s top K-12 administrators for 2026.
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Perry, who has been Gorham School District’s superintendent for the past 10 years, was named . Doty was named . He has worked in RSU 34 for more than 25 years, serving as curriculum coordinator and coordinator of gifted and talented services before spending the past four years as assistant superintendent.

November: Study describes how K-12 teachers used 91��-developed virtual environment to explore mathematical concepts

TriO allows multiple users to naturally explore directional and spatial reasoning in virtual, three dimensional space, without feeling like they’re doing traditional math.��
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TriO was designed by a team at 91��’s Immersive Mathematics in Rendered Environments (IMRE) Lab with the goal of offering K-12 teachers and students new ways to delve into familiar mathematical concepts. A new study, published in , describes what happened when six high school teachers used the environment to explore geometry and coordinate systems. These ideas are traditionally taught using analog tools — think paper and pencil or white board and marker — in two dimensions. TriO allows users to learn and explore them in three dimensions.��

December: 91�� awarded $5M NSF grant to lead statewide STEM Teacher Corps initiative

A new National Science Foundation (NSF) grant is powering a statewide effort led by the 91�� to address one of the state’s most persistent challenges: the shortage of highly qualified K-12 teachers in science, technology, engineering and mathematics (STEM).��
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With the NSF’s support through its , 91�� is now recruiting exemplary educators whose expertise will help transform teacher retention and student achievement across the state.
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The NSF award totals $5 million over four years, enabling 91�� researchers to recruit 10 of the state’s most accomplished high school STEM teachers and equip them to coach and support their peers. The initiative is designed to strengthen instruction for at least 200 teachers and thousands of Maine students, with a special emphasis on rural districts where educators often work in isolation.

Howorth talks with CNN about AI in K-12 schools

ckelly — Fri, 29 Aug 2025 12:58:22 +0000

Associate Professor of Special Education Sarah Howorth was interviewed by for a story on how K-12 student might use artificial intelligence (AI) during this school year. “AI is a little bit like fire. When cavemen first discovered fire, a lot of people said, ‘Ooh, look what it can do,’” Howorth said. “And other people are like, ‘Ah, it could kill us.’ You know, it’s the same with AI.” Many AI-powered tools can also aid in accessibility, Howorth said, such as talk-to-text and text-to-speech tools that help those with visual impairments or dyslexia. However, she added that while some AI tools are helpful for people with different needs, the technology still doesn’t have solutions for certain disabilities. Talk-to-text features, for example, can still get tripped up by people with stutters or accents.

91�� hosting national hazing prevention summit for higher education professionals

ckelly — Tue, 03 Jun 2025 13:27:45 +0000

The annual Hazing Prevention Consortium (HPC) Summit returns to the 91�� campus, June 4-5 at Buchanan Alumni House.

The two-day event is organized by Professor of Higher Education Elizabeth Allan, a leading expert on hazing and hazing prevention, along with members of the research group that she leads.

Since 2013, StopHazing has facilitated the HPC, a multi-year research-to-practice initiative that helps campuses develop and implement data-informed hazing prevention strategies. More than 40 higher education institutions have participated in the program. The annual summit is an opportunity for representatives from current consortium members to learn together and network to strengthen their shared work and build more sustainable approaches to hazing prevention.

Allan, who also leads the Hazing Prevention Research Lab at 91��, is working on an update to the landmark National Study of College Student Hazing, which she originally published in 2008 with former 91�� colleague Mary Madden. In addition to working with colleges and universities, Allan has consulted with other organizations where hazing occurs, such as high schools and the U.S. Department of Defense.

This year’s summit will be attended by student affairs professionals from Arizona State University, Harvard College, Indiana University, Kenyon College, New Mexico State University, Princeton University, Rhodes College, Southern Methodist University, University of Mississippi, University of San Diego, Virginia Commonwealth University, Washington and Lee University, William & Mary and the University of Wisconsin.

91�� researchers present innovative work at AERA

ckelly — Tue, 22 Apr 2025 18:46:40 +0000

Faculty, staff and students from the 91�� are showcasing their work at the 2025 American Educational Research Association (AERA) annual meeting in Denver this week, April 23-27, as well as during its pre-conference activities. The event is the world’s largest annual gathering of education researchers and practitioners, and a showcase for groundbreaking, innovative studies in a variety of areas.

91�� President Joan Ferrini-Mundy will receive the AERA’s Distinguished Public Service Award for her exceptional contributions to education research and policy.

Here’s a look at some of the presentations, panels and other events that 91�� faculty members and students will participate in at the conference:

Tuesday, April 22

Rebecca (Bec) Buchanan, associate professor of curriculum, assessment and instruction is a presenter at a pre-conference mentoring session for the Supervision and Instructional Leadership special interest group.

Wednesday, April 23

Interim Dean of the College of Education and Human Development Ezekiel (Zeke) Kimball is co-author of a paper being presented as part of a roundtable session on “Generating Possibilities Via Critical Reflections and Expansion of Methods.” The paper is titled “A Duoethnographic Reflection on Moving Toward a Queer and Socially Responsive Interview Process.”��
Catharine Biddle, associate professor of educational leadership, is presenting a paper she co-authored as part of a roundtable session on “Family-School Engagement in Diverse Environments.” The paper is titled “Caregivers in Recovery: Understanding Experiences of Substance-Impacted Caregivers with School-Aged Children in the Context of the Rural School-Community Relationship.”
Lindsey J. Kaiser, assistant professor of educational leadership,�� is presenting a paper at a roundtable session on “Innovative Methods, Measures, and Theories for Educational Policy Research and Evaluation.” Kaiser’s paper is titled “Building Trust and Disrupting Power Structures: A Racially Diverse Research-Practice Partnership in Pursuit of Justice.”
Kamal Chawla, assistant professor of education and applied quantitative methods, is presenting a paper he co-authored at a roundtable session as part of the Systematic Review and Meta-Analysis special interest group. Chawla’s paper is titled “Machine Learning-Based Techniques to Handle Missing Data in Meta-Regression.”
Anne Fensie, a recent graduate of the Ph.D. program in higher education, is participating in a virtual poster session as part of the Faculty Teaching, Evaluation, and Development special interest group. Fensie’s presentation is titled “Beliefs and Instructional Practices Among Faculty in U.S. Bachelor’s Degree-Gathering Institutions.” Fensie is an adjunct faculty member in the collaborative graduate program in Instructional Technology, which has faculty from the 91�� College of Education and Human Development, the 91�� at Farmington, and the University of Southern Maine. In addition to 91��, she has taught at UMF and the 91�� at Augusta.��

Thursday, April 24

Chawla is presenting a paper he co-authored as part of a roundtable session on “Elementary Students’ Mathematical Cognition: Insights Into Estimation, Relational Reasoning, and Effective Feedback in Mathematics.” The paper Chawla co-wrote is titled “Optimizing the 0-100 Number Line Estimation Task: Scale Reduction and its Implications for Elementary Mathematical Cognition.”
Fensie is presenting a study she co-authored at a structured poster session on “From Research to Application: Learning Engineering as a Process for Learning-Sciences-Informed Educational Design.” Fenie’s poster is titled “Conceptualizing Learning Engineering.”��
Biddle is chairing the Rural Education special interest group business meeting.��

Friday, April 25

Kathleen Gillon, assistant professor of higher education, and higher education doctoral student Devin Franklin are presenting a paper at a roundtable session on “Navigating College Access and Rural Identities in Higher Education.” Gillon and Franklin’s paper is titled “‘How Did I Get Here?’ Understanding a Gendered Rurality and Its Role in College Going.”��

Saturday, April 26

Kimball is co-author of two papers being presented as part of a symposium on “Conceptualizing the New Accessibility in Higher Education: Leveraging Disruption for Transformative Opportunity.” The papers are titled “Connecting Sense of Belonging with Accessibility” and “Connecting Intersectionality to Accessibility.”
Kaiser is presenting as part of a paper session on “Intersections of Justice, Whiteness, and Educational Renewal.” Kaiser’s paper is titled “ Paradoxes of Racial Affinity Equity Leadership Coaching: Supporting White Principals Leading Toward Racial Justice.”
Johanna Leslie, assistant director of the 91�� Office of Student Financial Aid, and Simon Ferland, director of data and systems for the Office of Student Financial Aid, are presenting a paper as part of a roundtable session on “Navigating Admissions, Employability, and Financial Support in Higher Education.” Leslie and Ferland’s paper is titled “FAFSA Filing Rates: Examining the Negative Impacts of the Problematic ‘FAFSA Simplification’ Rollout.”
Buchanan is chairing the Lives of Teachers special interest group business meeting.

Sunday, April 27

Kaiser is chairing a paper session on “Leading and Supporting Equity-Oriented Practices in Schools and Districts.”
Sarah Howorth, associate professor of special education, and Joo Young Lee, assistant professor of special education, are presenting a paper they co-authored at a poster session on “Innovative Approaches and Methodologies for Enhancing Educational Outcomes for Students with Disabilities.” The paper is titled “Reading Interventions for Students with Intellectual Disabilities: A Systematic PRISMA Review and Meta-Analysis.”��
Andrew Hudacs, assistant professor of 4-H teen leadership and workforce development with 91�� Cooperative Extension, is chairing a roundtable session on “Enhancing Student Achievement: Outcomes and Opportunities in Rural Educational Contexts.”

Howorth featured on ‘Maine Calling’ show about students with disabilities

ckelly — Fri, 18 Apr 2025 18:42:06 +0000

Associate Professor of Special Education Sarah Howorth appeared on a recent episode of “Maine Calling,” the statewide call-in show that airs on . The show focused on services and programs for students with disabilities.

Erin Kennedy: Outstanding Undergraduate Research Award

ckelly — Thu, 17 Apr 2025 12:28:44 +0000

Erin Kennedy of Glen Ridge, New Jersey is the recipient of the 2025 Outstanding Undergraduate Research Award from the 91�� College of Education and Human Development. An Elementary Education major with a concentration in Child Development, Kennedy was also an Honors College student. Her Honors thesis was titled “Examining the Need for Character Development Programs and Social Emotional Learning in the State of Maine: A Case Study Analysis.” This qualitative study explored the experiences of K-5 educators in implementing social-emotional learning (SEL) and character education within a regional school district in Maine. Kennedy conducted semi-structured interviews with five educators, including general education teachers and a school counselor, examining the successes and challenges associated with SEL and character education integration in elementary classrooms and broader school settings.

Parent(s): Lara Muir and Benjamin Kennedy

Why did you choose to come to 91��?

After moving to Maine in 2020, the choice was clear where I wanted to attend for my next 4 years of school! The 91�� has such a welcoming and enthusiastic environment, with professors who truly care about their students and their success.

Have you collaborated with a mentor, professor or role model who made your time at 91�� better, and if so, who are they and how have they impacted your time at 91��?

While at 91��, I have collaborated with William and Janet Nichols, who co-chaired my 91�� Honors Thesis project. Both William and Janet supported me in completing a successful and meaningful research thesis regarding educator perceptions of social emotional learning. I would not have been able to complete this endeavor without their wisdom and dedication to the project. I am extremely grateful for their time and commitment this past year!

What has coming to 91�� enabled you to explore beyond academics?

At 91��, I had the opportunity to gain real classroom experience early on, which was incredibly valuable to developing my skill set for teaching. Being in the school, working with my mentor teachers, and building relationships with students has helped me feel confident and prepared to lead my own classroom someday. Additionally, one of the most meaningful experiences I’ve had here was completing my thesis on social-emotional learning in Maine elementary schools. It allowed me to dive deeper into a topic I’m passionate about and understand the importance of supporting the whole child, not just their academic needs, but their emotional and social development too.

Favorite 91�� memory:

My favorite 91�� memory has been my entire student teaching experience! Not only did I have fantastic mentor teachers in Mrs. Keane and Mrs. Harper, but I also had the pleasure of teaching some pretty incredible students!

What’s on the horizon? What are your plans for after you graduate?

After I graduate, I hope to pursue a career in teaching at the elementary level and continue to explore my role as a researcher in the education field.

Special thank you message:

I would like to thank my family and friends for their constant support throughout my academic journey at 91��, I could not have done it without them. I also want to thank my professors and advisors for growing my love for teaching over these past 4 years!

91�� researchers share work at annual NEERO conference

ckelly — Wed, 02 Apr 2025 16:33:13 +0000

Several 91�� faculty members and graduate students presented their research at the 56th annual conference of the New England Educational Research Organization (NEERO), March 26-28 in Portsmouth, New Hampshire. The conference included researchers from across the region sharing studies on a variety of education topics, including curriculum and instruction; diversity and sociocultural perspectives; higher education; human development and learning; leadership, policy and educational reform; measurement, assessment, evaluation and research methods; professional development; teaching and teacher education; and technology in education.

Presentations by 91�� faculty and students included:

Assistant Professor of Educational Leadership Esther Enright chaired a roundtable session on “Leadership: Style, Actions, Policies as Influencers.” Enright and Sarah Walton, 91�� assistant professor of sociology, presented their study “Building Infrastructure Amidst Poverty: A Case Study of A Youth Justice Collaboration” as part of the roundtable.
Doctor of Education (Ed.D.) students in educational leadership Kelly O’Brien-Weaver and Patricia Clark presented their doctoral research as part of a session on “Tackling Tough Problems Through Leadership and Policy.” O’Brien-Weaver’s study was titled “Rural School Counseling Programs: Learning From Them, Not Just About Them.” Clark’s study was titled “Breaking the Glass Ceiling: Empowering Women Aspiring to Leadership.” Clark also chaired a practitioner roundtable session on “Supporting Educators’ Continuous Development,” which included a presentation from Ed.D. student Nicole Benham titled “Unifying Voices: The Role Professional Development Can Play in Effective Communication Between Educators.”
Alan Howen Chang, graduate research and teaching assistant and Ph.D. student in PreK-12 education with a concentration in literacy in the College of Education and Human Development, presented his research, “Exploring Teachers’ Perspectives and Experiences with Teaching in a Bilingual Program to English Language Learners with Technology Aided Instruction and Intervention,” as part of a session titled “Today and Tomorrow – Exploring the Narratives and Perspectives of Classroom Teachers.”
Assistant Professor of Educational Leadership Lindsey Kaiser presented her study “School-Based Racial Equity Collaborations: White Principals Implementing an Active Anti-Racists Stance” as part of a research paper session on “Variables, Actions and Practices to Promote Equity and Justice.” Kaiser also chaired a research paper session on “Teacher Leadership, Collaboration, and Capacity Building Practices’ Influence on School Success.”
Sue Sydnor, an Ed.D. student in educational leadership, presented her doctoral research, “Student Perspectives on School Exclusion: A Narrative Inquiry,” as part of a session on “Challenging Oppression and Misperception Through Stories – Perspectives of Learners, Mothers, and Educators.”
Associate Professor of Higher Education Leah Hakkola and 91�� Director of International Programs Orlina Boteva, a Ph.D. student in higher education, presented their study, “Exploring Secondary Trauma and Burnout Amongst Higher Education Professionals Engaged in Diversity, Equity and Inclusion,” as part of a session titled “Inspiration and Agony: The Work, Strife, and Resilience of Faculty in Higher Education.”
Janet Corcoran, an Ed.D. student in educational leadership, chaired a roundtable session on “How Roles and Perceptions of Teachers and Leaders Influence Success.” Corcoran presented her doctoral research, “Paraprofessional Training and Supervision: Policy and Perception,” as part of the session. Two other 91�� Ed.D. students, Amy Sullivan and Rebekah Drysdale, presented their doctoral research as part of the session. Sullivan’s presentation was titled “A Case Study of Teacher Roles as Intermediaries For a Social-Emotional Learning Initiative.” Drysdale’s study was titled “The Special Education Administrator and Principal Connection: Exploring Key Relationship Components for Inclusion.”
Ed.D. students Allison Woodard and Suzanne Joyal presented as part of a session on “Wrestling with Issues in Curriculum and Instruction.” Woodard’s study was titled “Teacher Decision Making About Reading Instruction.” Joyal’s presentation was titled “Cultivating Literacy Through Cultural Roots: A Multi-Tiered Arts-Based Storytelling Approach For First Graders in After-School Spaces.”

Learning Without Limits: Registration now open for 2025 91�� Summer Educators Institute

ckelly — Thu, 27 Mar 2025 19:46:41 +0000

The 91�� College of Education and Human Development is now accepting registrants for the 2025 91�� Summer Educators Institute, which will be held June 25-27 on campus.

This year’s conference will feature experts from the college, as well as thought-leaders in the field of K-12 education from Maine and beyond, who will hold a series of workshops and talks around the theme “Learning Without Limits: Elevating Education Across Communities.” Attendees can choose from sessions in three strands: Cultivating Rural Teacher Leadership, Middle-Level Education and Reaching All Learners. During the conference, the college’s Center for Applied Research on Education and Schools (CARES) will host a meeting of its Rural Teacher-Leader Support Network.

Alex Shevrin Venet, a Vermont-based educator, professional learning facilitator and writer, is this year’s keynote speaker. Shevrin Venet is the author of two books, “Equity-Centered, Trauma-Informed Education” and “Becoming and Everyday Changemaker: Healing and Justice at School,” as well as numerous articles for publications like Edutopia and Mindshift. She is founder of the website and co-founder of Nurturing the Nurturers, which helps support teacher well-being. She teaches graduate-level courses for educators at Vermont State University and Antioch University New England.

Educators who participate in the institute are eligible for 25 contact hours or 2.5 continuing education units (CEUs). The cost to attend the three-day conference is $595. Educators who register before May 1 will pay the early bird discount rate of $525. There’s also a group discount rate of $499 per person for three or more people from the same school, district or other organization. Participants are also eligible for a discount rate at Hotel Ursa, located on campus.��

More information, including a link to register, is available online.

91��’s Nesin receives service award from New England League of Middle Schools

ckelly — Thu, 27 Mar 2025 17:21:32 +0000

Gert Nesin, teacher-leader in residence with the 91�� College of Education and Human Development’s Center for Applied Research on Education and Schools (CARES), has been selected as the recipient of the 2025 James P. Garvin Distinguished Service Award by the New England League of Middle Schools (NELMS).

The award was presented at the NELMS annual conference, held March 24 and 25 in Springfield, Massachusetts.

Nesin is a longtime middle grades educator who currently serves as president of the Maine Association for Middle Level Education. She recently rejoined 91��, where she is responsible for facilitating the Rural Teacher Leader Support Network at CARES. She had previously been a faculty member in the college before taking on roles as a middle school teacher and principal.

Nesin holds a bachelor’s degree in elementary education and a master’s degree in middle school education from 91��, as well as a Ph.D. in middle school education from the University of Georgia. Her research areas include young adolescent development, integrated curriculum, building community, restorative practices, assessment and math learning.